Currently, the number of children with speech pathology, including speech disorders such as dysarthria, is growing.
The most common problems in preschoolers with erased dysarthria are violations of the pronunciation of whistling sounds. In this work, the author tried to collect various techniques for producing whistling sounds. Using this collection of techniques for producing sounds, a speech therapist can choose the method most suitable for a given child, taking into account his typological and individual characteristics.
Techniques for producing whistling sounds [З, Зь, Ц]
Characteristics of a group of whistling sounds.
The group of whistling sounds includes the sounds S, S', Z, Z' and Ts (in transcription: [s], [s"], [z], [z"], [ts]). They are classified in the same group because they have similar articulation. For example, the sounds [s] and [z] differ only in the presence or absence of voice, the sounds [s] and [s"] - in the additional rise of the middle part of the tongue.
[C]: consonant, oral, voiceless, fricative, anterior lingual, hard;
[Z]: consonant, oral, voiced, fricative, anterior lingual, hard;
[S’], [Z’]: soft;
[C]: consonant, oral, voiceless, occlusive fricative, anterior lingual, hard.
In the group of whistling sounds, the basis is the articulation of the sound [s]. This sound is the basis for the entire group.
How to pronounce the sound [z] normally.
Sound [z] - consonant, sonorous, hard. Paired with it in softness is the sound [z"] ("z"), Paired in deafness is the sound [s].
When pronouncing the sound [z], the organs of articulation occupy the following position:
- lips
- teeth
- Tip of the tongue
- lateral edges of tongue
- dorsum of tongue in itsfront
- air jet
- soft sky
- vocal cords
Methods stop sound [ h]
No.
Method of setting
NO SOUND
The sound [z] is placed similarly to the sound [s], characterized by additional phonation of the vocal cords.
By imitation:
a) Discrimination by ear of sounds [s-z] in words that are similar in sound composition, in syllables, among phonemes (see “Development of phonemic hearing”).
b) Tactile and vibration sensations from the work of the vocal cords. The child puts one hand (the back side) to the speech therapist’s neck, the other hand touches the child’s neck, “sss” - the voice is asleep, “zzz” - the voice is awake. "Mosquito" is ringing.
[z]- a mosquito, a fly, a wasp rings
By imitation:
The child is offered a sample of sound pronunciation in combination with play images (a mosquito is ringing, a bell is ringing, etc.); At the same time, visual control of correct articulation and tactile (tactile) sensations are used.
From reference sound:
Perform exercises “Fence” - “Mosquito”. By imitation, say “iiiiii-zzzzzz.”
Note: when performing the sound [z], the child is not called, but is replaced with the name of the exercise “Mosquito”.
The sound [z] is easily differentiated from the sound [c], since these sounds have the same articulatory structure, that is, when pronouncing these sounds, the organs of articulation occupy the same position. The difference between the sounds is that [s] is voiceless, pronounced without a voice, and [z] is voiced, pronounced with a voice. Thus, to cause the sound [z], it is enough to add, “turn on” the voice when pronouncing the sound with.
The presence or absence of voice can be controlled by ear, as well as by tactile-vibration control. To do this, apply the back of the hand to the front surface of the neck in the larynx area. When you “turn on” your voice, your hand feels a slight vibration transmitted from the vocal folds. When you turn off the voice, the vibration disappears.
Having received the correct sound [z], you should practice pronouncing it for some time in isolation from other sounds: z-z-z. Children can be asked to ring like a mosquito or a bell.
With this sound, the position of the lips, teeth and tongue is the same as with the sound “C”. But this sound “3” is voiced: the folds are closed and vibrate, that is, it is pronounced with a voice. Ego needs to be explained to the child both by ear and by tactile sensation, that is, put the child’s hand on the larynx and pronounce the sounds “C” and “3” alternately. When the sound “3” is heard, the child will feel a vibration in the larynx.
We learn to imitate a mosquito. The mosquito flew and rang protractedly - “33333”.
For correct imitation you need to: expose all the teeth in a “smile”, the distance between the teeth is approximately 2 mm, the tip of the tongue rests on the upper part of the lower teeth, the exhaled stream goes exactly in the middle of the front incisors to the tip of the tongue, while the voice is involved. You can first start from “I” plus “S”, and then turn on the voice - “ISZZ”. First, the vowel “I” is taken, because with the sound “I” the tip of the tongue reflexively takes its original position, as with “C” or “3”, and at the same time a channel appears at the tip of the tongue through which an air stream moves to the front teeth. It is also possible from the combination “PIS”. The explosive sound “P” creates additional pressure and this helps the child feel the air stream more strongly. The child controls it with the back of his hand. In this combination, replace the sound “C” with “3”. Alternately portray and imitate either a “bird” or a “mosquito”. When the child learns to correctly pronounce the sound “3” in isolation, then you can begin to reinforce it.
From articulatory structure:
How to pronounce the soft sound [z"] normally.
The sound [z"] ("z") is consonant, sonorous, soft. Paired with it in hardness is the sound [z]. Paired with deafness is the sound [s"] ("s").
When pronouncing the sound [z"], the organs of articulation occupy the following position:
- lips slightly stretched in a smile, so that the upper and lower incisors are exposed;
- teeth brought closer together, forming a gap of 1-2 mm;
- Tip of the tongue wide, located in the lower part of the lower front teeth;
- lateral edges of tongue raised and tightly connected with the upper lateral teeth;
- dorsum of tongue in itsaverage parts form a narrow gap with the upper alveoli for the exit of a stream of air;
- air jet strong, runs down the middle of the tongue and feels cold when you bring the back of your hand to your mouth;
- soft sky pressed tightly to the back wall of the throat, preventing air from escaping into the nose;
- vocal cords closed and trembling, forming a voice.
Methods stop sound [z"]
No.
Method of setting
NO SOUND
With this sound, the teeth are exposed in a “smile”, almost closed. The tongue rests on the necks of the lower teeth (lower gums) and is tense. The air stream is directed at the front teeth through the tip of the tongue. The folds are closed and vibrate: there is a voice.
When imitating, we make sure that the child correctly maintains the position of the teeth, lips, tongue, and air stream when making the sound “Z”.
DENTAL Sigmaticism
Prizubny sigmatism is corrected mechanically. Lightly press the spatula (probe) on the tip of the tongue and lower it behind the lower incisors.
The pronunciation of soft sounds is characterized by the participation of part of the back of the tongue in articulation. In addition, hard and soft sounds often differ in the degree of tension in the lips. So, when softening the sounds of lower articulation, the lower lip is activated (tensed), and for the upper, the upper lip is activated. Particular attention is paid to retracting the corners of the mouth. The child needs to demonstrate the pronunciation of soft sounds with a slightly exaggerated abduction of the corners of the mouth.
Softness is achieved mechanically by moving the tip of the tongue back, deeper into the mouth. The back of the tongue rises.
How to pronounce the sound Ts normally.
The sound Ts (in Russian transcription [ts]) is a consonant, deaf, hard. It is formed by merging the sounds [t] and [s] into a single sound. There are no sounds equivalent to it in terms of sonority and softness in the Russian language.
When pronouncing the sound [ts], the organs of articulation occupy the following position:
- lips slightly stretched in a smile, so that the upper and lower incisors are exposed;
- teeth brought closer together, forming a gap of 1-2 mm;
- Tip of the tongue wide, located in the lower part of the lower front teeth;
- lateral edges of tongue raised and tightly connected with the upper lateral teeth;
- dorsum of tongue in itsfront parts tightly close with the upper alveoli for a split second, as when pronouncing [t], after which it forms a narrow gap with them (v. alveoli) for the exit of a stream of air, as when pronouncing [s];
- air jet strong, jerky, runs through the middle of the tongue and feels cold when you bring the back of your hand to your mouth;
- soft sky pressed tightly to the back wall of the throat, preventing air from escaping into the nose;
- vocal cords open, do not form a voice.
Methods stop sound [ts]
No.
Method of setting
NO SOUND
By imitation:
a) Tactile sensation: bring the back of the child’s hand to the speech therapist’s mouth, so that when the sound [ts] is quickly pronounced, he feels the blow of an air stream.
b) Complete the exercises: “Fence” - “Window” “Bridge”. Place the tip of your tongue against your lower front teeth. The back of the tongue is arched and touches the upper front teeth. In order for the back of the tongue to better contact the palate, the lateral edges of the tongue are clamped with the teeth and remain clamped at the moment of inhalation and at the moment of exhalation, the tip of the tongue is free. After inhaling, exhale the air with a short strong push while simultaneously lifting the tip of the tongue from the lower front teeth. A stream of air passes through the middle of the tongue, the position of the teeth does not change, the lips are tense and stretched in a smile, i.e. the “Fence” position. A short sound [ts] is heard - “Grasshopper”.
c) The same, but without pinching the lateral edges of the tongue.
[ts] - titmouse song, “Quiet, the children are noisy”
Let's try to make the sound [C] by imitation. Sit in front of the mirror. Take your baby's hand and bring it to your mouth. Say exaggeratedly with a strong exhalation: “Ts-ts-ts - …”. The child should feel the blows of cold air on his palm. Pay attention to the baby's correct position of the tongue and lips (they are slightly open in a smile). Let him copy all your actions and repeat: “Tsk-tsk-tsk -...”. It may take several repetitions or classes to get it right. Strengthen the result by repeating the syllables: tsa-tsa-tsa, tso-tso-tso, tsu-tsu-tsu, tsy-tsy-tsy, tset-tse-tse. When pronouncing these straight syllables, the lips must take the position of the following vowel sound. At the first stage, the pronunciation is still exaggerated and tense. But gradually everything will fall into place, and articulation will become effortless.
The child is offered a sample of sound pronunciation in combination with play images (a horse clicks its hooves, a girl asks not to make noise, etc.); At the same time, visual control of correct articulation and tactile (tactile) sensations are used.
From reference sound:
a) From the “Bridge” position, say in a row: “tss”, “tss”, “tss”, speeding up the tempo: “tss”, “tss”, “ts”.
b) From the “Shovel” position, bite the front part of the tongue in the syllable: “at” and blow, you get “at-s = ats”.
Mixed method:
Complete the exercises: “Fence” - “Window” “Bridge”. In the “Bridge” - “Fence” position, hold your tongue with a spatula, pronounce the sound [t] - biting the front part of the tongue with your teeth, and then pronounce [s]. At first these sounds are pronounced separately, and then together.
Note: when performing the sound [ts], the child is not called, but is replaced with the name of the exercise “Grasshopper”.
Since the position of the organs of articulation of the sounds “S” and “Ts” is very similar, the sound “Ts” is quite easily placed on the basis of the correctly pronounced sound “S”, but requires additional work with the tip of the tongue, since its movements when pronouncing all the mentioned sounds are very similar. Therefore, it is important to explain to the child the principle of operation of the tip of the tongue when pronouncing each individual letter, for greater clarity, resorting to comparing them.
As soon as the child begins to correctly pronounce the isolated sound “C”, it is necessary to immediately begin to automate it.
Staging [ts]
is possible only after the sound [s] is corrected and enters the child’s speech. Place [ts] from [t] with the tip of the tongue lowered to the lower incisors and the front part of the back of the tongue pressed against the upper incisors. The child is asked to pronounce [t] with a strong exhalation. At the same time, they pronounce [t] and [s] sequentially. To get a merged sound with a shortened whistling element, the child is asked to pronounce the reverse syllable with the vowel [a] (ats).
When it is difficult to hold the tongue against the lower incisors, mechanical assistance is provided. Using probe No. 2, the speech therapist holds the tip of the tongue against the lower incisors and asks to pronounce [ta] with a strong exhalation (at the moment of exhalation, lightly press the tongue = [ts]).
With this sound, the teeth are exposed in a “smile”, brought together or closed. A stream of air goes simultaneously to the tip of the tongue and the front teeth. The tip of the tongue, resting against the lower teeth, rises sharply with its back to the sky and also sharply descends. The air stream is interrupted: a bow occurs. The air stream is jerkily applied to the front teeth. This can be felt on the back of your hand. The air stream is cold and rubs against the front teeth.
Now we try with the child to imitate the “burst” balloon: “T-ssss.” The sound “Ts” consists of two: “T” plus “S”. If the child pronounces these sounds correctly and easily, then this will not cause any difficulties. It is imperative to watch your “smile” - expose both the upper and lower teeth. The tip rests on the lower teeth. We teach the child to bow quickly. You can use the term “shoot”-ts-ts. The “S” sound does not last in this case. Like “T,” it is pronounced abruptly. But when our ball “bursts”, in this case we can pull “C”. This is done so that the child can better feel the flow of air and the sound itself.
It must be remembered that sometimes you can get the sound “S” from “C” when pronouncing it for a long time: C = T + Sssssss and we fix it separately.
When the child pronounces the sound “C” clearly and in isolation, we begin to automate it. If it doesn’t work out, then continue to imitate while playing.
When the child correctly pronounces the sound “C” in isolation, we begin to automate it.
It is better to automate this sound in words in which it is at the end.
We come up with sentences with these words.
We teach proverbs, riddles, and poems with the child.
From articulatory structure:
The child is asked to reproduce the articulatory pattern of sound, apply the correct air stream, and determine the presence/absence of a voice; the result should be a normalized sound.
Setting the sound [Ts] from art. "Reel" style
Invite the child to open his mouth, rest the tip of his tongue against the lower front incisors, and lift and bend the tongue so that the front part is pressed against the palate. The tongue touches the upper incisors with the back. Without turning on the voice, pronounce a sound that imitates the sound [T]. The sound is pronounced at the moment of opening, when the tip of the tongue bounces off the lower front teeth under the pressure of a strong air stream of exhaled air. The lips are tense and stretched into a smile. Definitely control with the palm of your hand.
Setting the sound [Ts] from the telephone exchange
The sound [C] is better placed in reverse syllables. The child is asked to pronounce the sound [T] with maximum exhalation. At the same time, the sounds [T] and [S] are pronounced sequentially. In this case, the sound [S] must be pronounced drawn out. Then the sound [A] is turned on, and the child is asked to pronounce the combination [ATS] with a strong exhalation at the moment of transition from [A] to [TS].
LABIODENTAL Sigmaticism
This time it is the lower lip that is showing disobedience. It is necessary to remove the labial articulation. This may be possible using your index finger. Use it to press the baby's lower lip to the base of the lower teeth (the finger should be placed horizontally). Hold your whim while the child pronounces forward and backward syllables with the sound [C]. After some time, your help will no longer be needed.
There is another way to combat this sigmatism. The baby shows a dazzling smile (the upper and lower teeth are visible). You fix the corners of your mouth with your thumb and forefinger: you need to keep that Hollywood glow for as long as possible! Without changing the position of his lips, the child, following you, pronounces the syllables: tsa-tsa-tsa, tsy-tsy-tsy, tset-tse-tse, ats-ats-ats, its-its-its, ts-ts-ts. As soon as the lower lip learns to behave decently, and the sound [Ts] sounds clearly, the “supports” are removed.
Bibliography
Arkhipova, E.F.Correctional and speech therapy work to overcome erased dysarthria in children: a textbook[Text]:/ E.F. ArkhipovaM.: AST: Astrel, 2007.p. 114-123.
Fomicheva, M.F. Education of children's correct sound pronunciation: Workshop on speech therapy: Textbook. manual for students of pedagogy. special education school No. 03.08 “Doshk. education" [Text]: / M.F. Fomicheva. –– M.: Education, 1989, - 239 p.
Karelina, I.B. “Speech therapy work with children with minimal dysarthric disorders” [Text]: / I.B. Karelina //Author's abstract…. Candidate of Pedagogical Sciences M., 2000.
Lopatina L.V., Serebryakova N.V. Overcoming speech disorders in preschoolers (correction of erased dysarthria): a textbook. [Text]: / L.V. Lopatina, N.V. Serebryakova –– St. Petersburg: Publishing house “SOYUZ”, 2000. – 192 p.
Polyakova, M. A. Self-instruction manual on speech therapy. Universal Guide[Text]:/ Marina Po Lyakova - 4th ed. - M.: Iris-press, 2009. - 208 p.
Shablyko, E.I. Correction of violations of the pronunciation of whistling sounds in preschoolers and primary schoolchildren [Text]:/ E.I. Shablyko / Manual for speech therapists of preschool educational institutions and schools, educators and parents. - M.: TC Sfera, 2013. - 64 p.
Materials for speech games and activities with preschool children on ZKR - sound culture of speech: tongue twisters, poems, tongue twisters, riddles, sayings, games with the sounds З and Зь.
ZKR - sound culture of speech of preschoolers. Sounds Z, Z.
What is the difference between the articulation of sounds Z and S?
The sound З (in the soft version Зь) belongs to the group of whistling sounds along with the sounds S, Сь and Ц. The sound Z is pronounced the same way as the sound S, but with the participation of the voice. Therefore, when it is pronounced, the larynx vibrates. The vibration of the larynx when pronouncing the sound Z can be felt with your hand if you put it on your neck. Try first drawing out the sssss sound, and then the z-zzzzzz sound, while keeping your hand on your neck. You will feel how your vocal cords begin to vibrate when you sound z.
What to do if a child does not speak the sound Z and Zь
Option 1. If the child does not say all the whistling sounds (С, Сь, З, Зь, Ц), then first we work with the sound C and its soft version Сь. And only after that + we call out the sound Z and reinforce its correct pronunciation. If a child has mastered the sound C well, and the sounds C and Сь are perfectly automated in words, phrases, poems, and dialogues, then producing the sound Z will not cause difficulties.
Option 2. If a child speaks the sounds S and S perfectly well, but pronounces the sound Z incorrectly, then usually there are no problems with the production of the sound Z and the consolidation of its correct pronunciation. The baby quickly begins to pronounce this sound correctly simply by imitation.
So, we begin to work on the sound Z when the child already speaks the sounds S and Сь perfectly. Children are usually ready for this at the age of four.
How to evoke the sound Z by imitation?
If the sounds Z and Zb are absent or they are replaced by other sounds, you can first try to evoke the sound Z by imitation. Ask your child to sing the mosquito song zzzzzz.
- Show what position the lips have (smile), tongue (wide with a groove in the middle).
- Pronounce the sound Z – “mosquito song” – slowly.
- Ask your child to repeat it.
Play mosquitoes with your child - reinforce the sound “z”. Remind your child how in the summer mosquitoes in the forest sing their song: “zzzz” and bother us. Let the child be a mosquito in the forest and sing the mosquito song “zzz”, and you will run away from him into the house and hide.
When playing with a group of children, one half of the children “walks in the forest”, the other pretends to be mosquitoes and rings “zzz”. Then the children change roles.
After the children ring like mosquitoes, show them the difference in the articulation of the sound C and the sound Z. Sit in front of the mirror. And compare the sounds s (“pump song”) and the sound z (“mosquito song”). Draw the children’s attention to the fact that the sound C—“pump song”—sounds quietly, and the mosquito song sounds loud—zzzz—and a voice can be heard. The mouth is the home of the voice. And when the voice loudly sings the song of a mosquito, even the walls of the house tremble. And you can feel it.
Demonstrate these unusual sensations to your child. First, place your child's hand on your neck as you say the sound Z. Let him feel the vibration as you pronounce the sound Z. Then ask your child to put one hand on the back of your neck, and the other hand on his neck, and sing the mosquito song “zzzzz” with him. Children usually really like this task, new sensations that are unexpected for them.
Compare with the sound C - “pump song”. Pull the ssss sound. Trembling - no vibration! Tell your child that the sound C is a dull, quiet sound, our voice sleeps. And the sound Z is loud, ringing, the voice loudly sings the song zzzzz.
Very often this exercise and explanation is enough for the sound Z to appear in the child’s speech.
What difficulties may arise when working with the sounds З and Зь? Useful tips.
Advice one. If a child cannot make the sound Z, then the reason may be insufficient development of the organs of the articulatory apparatus. Articulation exercises for whistling sounds will help cope with this problem. You will find a detailed complex of articulation gymnastics in step-by-step descriptions and videos in the article
Tip two. If a child cannot make a groove in the middle of his tongue when pronouncing the sound Z, then most likely his tongue muscles are underdeveloped. Exercises will help us:
- Ask your child to smile widely (stretch their lips) and hold their lips in this position. If your lips are stretched, you need to stick your outstretched tongue out and blow on its tip. You will get a groove in the middle of the tongue. The exercise is carried out in front of a mirror.
- If the groove does not work, then ask the child to stick the wide tip of his tongue out. Place the edge of a teaspoon in the middle of your tongue. Having made a small depression in it, ask the child to blow air along this groove. You can blow on cotton wool or a thin strip of paper, then the result of the exercise will be clearly visible. As soon as the child can easily do this exercise, you can ask him to move his tongue behind his lower teeth (maintaining the position of his lips). The result is the sound S. When you add a voice to it, you get the sound Z.
- The exercise described above can be done with a glass vial (a glass jar or bottle from a pharmacy). Teach your child to whistle into a bubble so that the tip of the tongue moves slightly outward or touches the edges of the bubble. Air flows along the groove in the middle of the tongue and the result is a whistle. First, try whistling yourself in front of a mirror, and then show the exercise to your child. If the groove in the middle of the tongue does not work out for him, place a thin round stick along the tongue.
Tip three. If a child sticks his tongue out between his lips when pronouncing the sound Z(therefore the sound is distorted), then do this exercise. Ask your child to stretch his lips into a smile and close his teeth tightly. And whistle like a pump ssssss. And then sing like a mosquito zzzzzzz. With clenched teeth, the tongue will automatically rest against the lower teeth, and the correct sound will be produced.
You will learn more about the methods of producing the sounds S and Z from
The sound Z appeared. Now we are faced with an important task - to automate this sound in the child’s speech.
The sequence of exercises to consolidate the correct pronunciation of the sound Z:
- 1. exercises with isolated sound,
- 2. sound in syllables,
- 3. sound in words
- 4. sound in phrases, poems, stories, dialogues, tongue twisters.
First we work with the sound Z, and then with its soft version - the sound Зь. Games, tongue twisters, nursery rhymes, poems, and pictures are selected for each stage.
Games and exercises on speech sound culture (SCR) with the sounds З and Зь
A game for developing phonemic awareness “Which mosquito is ringing?”
Show two pictures: a big mosquito and a small mosquito. The big mosquito rings very angrily, evil - zzzzzzz. And the little mosquito rings gently and tenderly.
An adult says the sounds z and z in sequence. And children make an angry expression on their faces if they hear the sound z - “the song of a big angry mosquito.” And they smile if they hear the song of a little mosquito.
You can give the child pictures of two mosquitoes and ask him to pick up the desired picture when he hears the song of this mosquito.
Sound Z in syllables. Game "Echo" - repeat the syllables.
Examples of syllables: za, zo, zu, zy, ze, zya, ze, zyu, ze, zi, aza, azo, ozo, ozi, ozé, etc. You can give chains of syllables in the game. For example, za-zo-zu. Or aza-oza-ozu.
The task of the echo is to repeat syllables or a chain of syllables without errors and correctly pronouncing the sound З or Зь.
Words with the sounds З and Зь for games and activities on ZKR with children.
Sound Z at the beginning of a word: fence, castle, factory, bunny, creek, teeth, comma, curl, curtain, umbrella, building, hairpin, toothy, cufflinks, star.
Sound Z in the middle of a word: goat, rose, divers, mimosa, station, tears, sleeve, eyes, vase, basins, mosaic, forget-me-not, carp, lawn, body, box, hut, alphabet, nest, knots, Dunno. birch.
The sound Зь at the beginning of a word: mirror, winter, carnation, star, greenery, green, earth, strawberry, link, snake, basin, goat, zebra, marshmallow.
The sound Зь in the middle of a word: basket, monkey, goat, cousin, rubber, elderberry, ointments, runners, nails, Vaseline, raisins, gasoline, jigsaw, loophole, monkey, newspaper, blade, shop, lake, basket, clove, knot.
The sound Z does not occur at the end of a word, because it is pronounced at the end of a word dullly like the sound S.
Games with words with the sound Z.
"One is many."
I will name one object, and you will name many.
- One umbrella - many umbrellas.
- One bunny - many bunnies.
- One plant – many...? Factories
- One mosaic - many - ...? Mozaek...
"Paired pictures"
Prepare pairs of pictures whose names contain the sound Z (or Зь). Each picture must have a pair.
Option 1. For playing with 1-2 children. LOTTO “Who can match their pictures the fastest?”
1. Place all the pictures in a stack (pictures down). Give each player 4 pictures from the pile.
2. All players take turns taking a picture from the pile and calling it: “I took a bunny.” Or “I have a call.” If the picture taken from the stack is a pair to an existing picture, then we cover our picture with it. The task is to close all the pictures as quickly as possible.
Option 2. For playing with a group of children.
- Divide all the pictures into two identical paired groups. Place one group of pictures in a stack on the table with the pictures facing down. Distribute another similar group of pictures to the children.
- One child takes a picture from the pile and shows it to everyone. He calls it: “I have a nest.” Another child, having the same picture, says: “And I have a nest.” Both children place their paired pictures on the table.
- The game continues until all pairs of pictures have been found.
- The one who is left without pictures the fastest wins the game. This is a game of “luck”, and victory in it does not depend on the child’s efforts. It teaches children not only to win, but also to lose and how to deal with occasional failure correctly.
During the game, the adult makes sure that the children pronounce the sound Z correctly.
Pure sayings with sounds З and Зь
Hey, hey, there hasn't been a thunderstorm for a long time.
For-for-for, a thunderstorm is approaching.
Hey, hey, we're not afraid of thunderstorms.
Zu-zu-zu, a stream flows below.
For good measure, we washed the basins.
For-for-for, Nina has brown eyes.
Zu-zu-zu, I'm bringing cubes.
Zi-zi-zi, take me to the house.
Ze-ze-ze, give water to the goat.
Zu-zu-zu, zu-zu-zu, Zoya leads the kids and? ... a goat!
Zoy-zoy-zoy, zoy-zoy-zoy. The kids go with? …. Goat!
Tongue twister phrases with the sounds З and Зь.
- Little Zina has an elderberry in her basket.
- Zina's vase contains mimosas and carnations.
- Dunno and Arrogant came to Bunny.
- There is a creek behind the factory.
- Zoya and Zina are cousins.
- Zoya is the bunny's mistress. The bunny is sleeping in Zoya's basin.
- The spaceship took off to the stars.
- Zina's bell rings loudly.
- There are trains at the station.
- Zoya has a goat under lock and key.
- Zina went into the forest and found strawberries.
- A green birch tree stands in the forest. Zoya caught a dragonfly under a birch tree.
- Trezor and Tuzik barked at Ruffnut.
- The stupid owner forgot the rubber bunny.
- Zina has a basket. There are milk mushrooms in the basket.
- Don't sleep, Mazai! Save the hares!
- The star serpent rang.
- Zina has elderberries in her basket.
- I went to Kazan and stopped in Ryazan.
- In winter, the field is white, frozen and icy.
- The wolf sees a thunderstorm - he forgot the goat.
- Zoya has a toothache.
- Zina's nose gets cold in winter.
- Zakhar flies a kite, Zoya plays with a bunny.
Proverbs and sayings with the sound Z.
Why do they say this? What can you say this about?
- Small spool but precious.
- Winter is not without frosts.
- You can't untie the knot with one hand.
Riddles with the sound Z.
- The creeper crawls and carries needles. (Hedgehog)
- He has teeth, but does not know toothache. (Rake)
- One color in winter and summer. (Christmas tree)
- In the hut there is a hut, in the hut there is a pipe. There was a noise in the hut, a hum in the chimney. People see the flames, but don’t go to put them out. (Stove)
Poems with the sounds З and Зь.
When using poetry, you can give it to children exercise:
- Remember the words from the poem with the sound Z and name them after reading the poem.
- Make up your own sentences using these words.
- Say the same phrase from a poem with different intonations: surprised, admiring, joyful, sad, embarrassed, etc.
- Guess the intonation and mood with which a line from the poem was read.
- Read two to four lines from the poem at different speeds (slowly like the turtle Tortilla, at an average pace like Pinocchio, at a fast pace like Toropyzhka).
- Read lines from a poem at different volumes - the game “Radio”. You “adjust” the volume either louder or quieter (as if you were turning the volume control on a radio). Children react quickly and change the volume of their voice.
Rubber Zina.
Rubber Zina
Bought in a store.
Rubber Zina
They brought it in a basket,She was gaping
Rubber Zina
Fell from the basket
Smeared in mud.We'll wash it in gasoline
Rubber Zina
And we threaten with our finger:
"Don't be so dumb
Rubber Zina,
Otherwise we’ll send Zina
Back to the store! (A. Barto)
Green song.
In the green, green, green forest
I carry a green leaf like a flag.
The green cone under the tree is silent,
Green music sounds somewhere -
Green grasshopper in a green country
Plays a green song for me. (A Stroilo)
Winter ringing.
Winter ringing, winter ringing
At dawn from all sides.
Frosty winter morning
At dawn the birches ring (V. Suslov).
The sun was walking across the sky
And it ran behind a cloud.
The bunny looked out the window,
It became dark for the bunny. (K. Chukovsky)
The girl was driving a cart
Baby goat, goat and goat.
I passed through the woods,
Took a nap for an hour.
The girl overslept in the forest
Baby goat, goat and goat. (V. Viktorov)
Here's a fun idea -
Fly a kite on a string!The green star lit up -
Let's launch a spaceship there!
Tailor Hare.
Gray hare under a pine tree
He announced that he was a tailor.
And to the tailor in an hour
The little bear handed over the order.
— Your order will be ready
Until the January cold.
The hare cuts, the hare sews,
And the bear is waiting in the den.
The deadline has passed, the bear has come,
But you can't wear pants!
Birches.
The goats came running
Early in the morning
Gnawing at the birch tree
White bark.
Don't go, goats,
To our young forest!
Birch trees will grow,
They will be up to the skies!
New Year will come to us,
Will start a round dance,
Voices will ring
The eyes will sparkle.
Hello, New Year's holiday!
Christmas tree and winter holiday!
All my friends today
We'll invite you to the Christmas tree!
Nursery rhymes, counting rhymes with the sounds З and Зь.
A shaggy goat is coming,
A bearded goat is walking,
He waves his horns,
Shakes his beard
He walks and bleats
The goats are calling for the kids.
The horned goat is coming,
There's a butted goat coming,
Legs top top,
Eyes clap-clap!
Counting book with the sound Z.
Beyond the seas
Beyond the mountains
Behind the dense forests
There is a tower on the hill.
There is a lock on the door.
Go get the key
And unlock the lock.
Stories and fairy tales with the sound Z for classes on ZKR with preschool children.
Bunnies (Lithuanian fairy tale)
Bunnies were born to a hare. The father looked at his children and said to them:
- I have a mustache, and you already have a mustache! So, that means, get your own food.
Since then, the little hares, as soon as they are born, live alone, without parents, in a dark forest: they have neither a nest nor a hole. But everyone with a mustache, everyone from the first days can get their own food.
Boy and goats.
Once upon a time there was a boy, and he had three goats. During the day the goats galloped and jumped on the rocks, and by night the boy drove them home.
One evening the boy began to drive them home, and the goats ran into the cabbage field, and there was no way to get them out of there.
The boy sat down on a hillock and began to cry. A hare walked past.
- Why are you crying? – the hare asked the boy.
“I’m crying because I can’t drive the goats out of the field,” the boy answered.
“I’ll drive them out,” said the hare.
The hare began to drive out, but the goats did not come.
The hare sat down and also cried. A fox walked past.
- Why are you crying? – the fox asked the hare.
“I’m crying because the boy is crying,” says the hare, “And the boy is crying because he can’t drive the goats out of the field.”
“Calm down, I’ll drive them out,” said the fox.
She began to drive out, but the goats would not come.
The fox sat down here and also began to cry.
And so the wolf drove him away, but he didn’t drive him out either.
A bee was flying here.
He sees that they are all sitting and crying, and says:
- I'll kick them out.
Then all the animals and the boy stopped crying and began to laugh at the bee. How will she drive out the goats when they all couldn’t cope!
But the bee flew to the cabbage field, sat on the goat, and began to buzz.
- Zhzhzhzhzh! Zhzhzhzhzh! Zhzhzhzh!
How the goats will start running! And they ran home from the field.
“Dad brought Zoya a monkey from Africa. Zoya named the monkey Ruza. Ruza knew how to jump funny and imitate Zoya's friends. Zoya taught Ruza to answer the doorbell.
In winter, Ruza fell ill. Zoya took Ruza to the doctor, gave her various herbs, and fed her bananas. Thanks to Zoya’s care, Ruza recovered.”
Ask your child questions about the content of the story. Ask them to find words with the sound Z in the story and make up their own sentences with them.
“Zoya, Lisa and Aza are friends. Friends gathered at Zoya's. Zoya, Lisa and Aza play together. The Muse doll is put to bed. They go for a walk with a funny bunny. Mom called Lisa home. Azu was also called. Zoya was left alone. Zoya's teeth hurt. Zoya tied her teeth and sits. Lisa found out about this. Zoe brought a mosaic. Aza also found out. I brought Zoya some forget-me-nots. Zoya put forget-me-nots in a vase. Lisa, Zoya and Aza began to play mosaic. They made a beautiful mosaic pattern! Then they asked riddles:
How did she get down to business?
She sawed it and sang.
I ate, ate oak, oak,
Broke a tooth, tooth. (Saw)Kuzlovat Kuzma,
It cannot be untied. (Chain)He himself doesn’t know the days
And he points to others. (Calendar)The friends had fun for a long time. Zoya forgot about her bad teeth.”
Ask your child questions about the content of the story. Make sure that he pronounces the sound Z correctly in his answers.
An outdoor game to reinforce the correct pronunciation of the sound Z “Find out by voice.”
This game develops children's auditory attention. A circle is drawn on the ground. Children run around the playground. At the adult’s signal, “One, two, three – run in a circle!” they gather in a circle.
The driver is selected. He is blindfolded. He turns his back to the children.
All the children say:
"We had a little fun,
Everyone was settled in their places.
Guess the riddle
Find out who called you!”
The adult gestures to one of the children, who says: “I’m calling you!” The child driver guesses who called him: “Vova called me? Katya called me?”
If the child guessed who called him, then he changes places with this child. And the other child becomes the driver.
If the child did not guess who called him, then he guesses again in the next game.
Video for classes on ZKR - the formation of names of actions from the names of objects. Consolidating the correct pronunciation of the sound Z.
Verbal material from the video:
- clasp - fasten,
- hairpin - what do they do? - stabbed,
- putty - what do they do? - cover up,
- What are they doing in class? - are engaged,
- tasks - what do they do? - ask
- fence - what are they doing? - block,
- valve - what are they doing? - push,
- casserole - what do they do? - baked,
- tea leaves - what do they do? - brew,
- stocks - what are they doing? - stock up
- records - what do they do? - write down
Helpful Tips: 1. This video must be watched without sound! (the presence of sound in it only distracts children and is completely pointless!) Turn off the sound volume in the video and give tasks to your child by showing him pictures. 2. Be sure to pause the video while waiting for the child’s response! And only after his answer and discussion, move on! 3. You can do the same speech exercise without a video :).
In all games and tasks, you need to carefully ensure that children pronounce the sounds Z and ZH correctly. In case of mistakes, remind the children that they have already learned to say this sound correctly and ask them to correct the mistakes.
Other materials on games, exercises and activities with children on ZKR- sound culture of speech - you can find in the articles on the site:
You will find a lot of interesting materials on children’s speech development in the following sections:
See you again on the “Native Path”! I will be glad to see your questions and opinions on the content of the article at the end of this post :)! Thank you for your interest in the problems of children's speech development :)!
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"Speech development from 0 to 7 years: what is important to know and what to do. Cheat sheet for parents"
Individual lesson. Special set of exercises for correct pronunciation whistling sounds[С], [Сь], [З], [Зь], [Ц].
Goal: to consolidate the correct pronunciation of whistling sounds isolated.
1. Consolidating the correct execution of articulation exercises;
2. Continue to correctly form a long-lasting directed stream;
4. Develop phonemic hearing and phonemic perception.
Equipment: mirror, object pictures.
Progress of the lesson
| 1. Organizational moment: Today Zvukoznaykin came to visit us. Our Zvukoznaykin can do everything. He writes poetry, draws pictures, and plays sports. He also speaks correctly and beautifully. He can teach you this too. Zvukoznaykin will open you to a land of beautiful sounds. Zvukoznaykin likes to repeat: “Listen to the sounds carefully and pronounce them diligently! Speak calmly, clearly, so that everyone understands.” Listen carefully to what he says. |  |
Whistling sounds are very common in our speech. There are five of them: you are already familiar with the hard sound [s]. You pronounce the hard sound [s] in the words: sled, fox, nose. You hear and pronounce the soft sound [sing] in the words: seven, donkey, elk. You hear and pronounce the hard sound [z] in the words: castle, goat, vase. You hear and pronounce the soft sound [зь] in the words: winter, earth, newspaper. You always hear and pronounce only the hard sound [ts] in the words: heron, bird, hare (the child repeats all the words after the speech therapist with the sounds being studied). Zvukoznaykin invites you to check whether you pronounce these sounds correctly. Remember! When pronouncing the sounds [С], [Сь], [З], [Зь], [Ц]: the lips smile, the tip of the tongue is behind the lower teeth, the lateral edges of the tongue are pressed tightly against the upper molars, the front part of the back of the tongue rises to the upper teeth tubercles and form a gap with them, through which a strong cold stream flows through the middle of the tongue.
2. Articulation gymnastics for whistling sounds: But before we start making sounds, let's play with our naughty tongue (exercises:
| - “Spatula”: smile, open your mouth slightly. Place your wide tongue on your lower lip. Hold it in this position, counting to yourself to five. Place your tongue with a spatula. And calmly support it. The tongue must be relaxed and kept counting: One, two, three, four, five! The tongue can be removed. |  |
| — “Let’s punish the naughty tongue”: your lips will help you “punish” your tongue. To do this, you just have to tease, like this. Place your tongue on your lower lip and say: “Five-five-five.” It was as if he had lightly spanked his naughty tongue with his upper lip. Do this again. Place your tongue on your lip, say “Five-five-five,” the muscles relax... You get a shoulder blade... You keep it counting... Until five...until ten... | |
| - “Let’s brush your teeth”: smile, open your mouth slightly, brush your lower teeth with the tip of your tongue, making movements from side to side. Brush your lower teeth thoroughly from the inside again. If possible, brush your upper teeth. Say to yourself: I brush my teeth, I brush my teeth Both outside... and inside... They don’t get sick, they don’t get dark, so they don’t turn yellow. |  |
| Your tongue will become strong if you learn to perform the “Strongman Tongue” exercise: smile slightly, open your mouth slightly, lower the wide tip of your tongue to the lower front teeth, rest the tongue against your teeth. Our tongue is a strongman - rests against the teeth, strains very strongly, arches uphill It’s time for the strong man to rest. So that he can lie down, we will relax the muscles. You feel the back of the tongue tense, even arched. Tired of your tongue? Place it relaxed - with a spatula - in your mouth, let it rest. |  |
| And the last exercise, “Swing”: smile, open your mouth as if making the sound [a], lower the wide tip of your tongue behind your lower teeth (on the inside) and hold it for the count of “ones.” Raise your wide tongue by your upper teeth and hold it for the count of two. Let's repeat it one more time! I swing on a swing: Up - down, up - down, I go up to the roof, and then I go down. |  |
Just make sure that only the tongue works, and the lower jaw remains motionless. You taught your tongue to swing.
| 3. [S]: well, now look at the picture. Zvukoznaykin went into the forest, but on the way home his bicycle tire went flat. Help inflate the tire, pretend to be a pump: stand up straight, clench your fingers into fists, put your hands in front of you (and if you are doing the exercise while sitting, lower your hands along your body) and move your hands up and down. The air comes out of the pump and whistles: s-s-s-s-s. |  |
| 4. [Sya]: and now help Zvukoznaikin prepare firewood for the winter, together with him we begin to cut down the aspen tree: s-s-s-s-s. Listen to yourself - the saw whistles softly: s-s-s-s-s. |  |
| 5. [Z]: there are a lot of mosquitoes in the forest - full of them, they tormented you and Zvukoznaykin, they ring and ring in your ear. A large mosquito flies and rings loudly with its firm voice: z-z-z-z.6. [Z]: Tease the mosquitoes - ring in a firm and soft voice, spread your arms to the sides and wave them like wings, wave them for a long time, as if an annoying mosquito is hovering over you. Now imagine that you are a little mosquito: smile widely, arch the back of your tongue, softly ring your voice: zing-zz-zz. |  |
| 7. [C]: imagine that spring has suddenly come to the forest. Everyone was happy about her, because in the spring nature comes to life. The titmice began to sing their spring songs: tsk-tsk-tsk - abrupt sounds can be heard around. Try to sing a titmouse's song: smile with an open smile, rest the wide tip of your tongue against your lower teeth, press the front part of your tongue against your upper teeth, a strong, short stream of air flows through the middle of your tongue, bring your hand to your mouth and you will feel a strong, jolting cold stream of air. Let's whistle the titmouse's abrupt song a little: tsk-tsk-tsk. |  |
8. Summary of the lesson: let's repeat the exercises: pump up the pump (s-s-s), cut down the aspen (s), ring like mosquitoes do (z), whistle the titmouse's song (c). Good girl! Maybe you still aren’t doing everything right. Therefore, in order to learn how to pronounce whistling sounds beautifully and correctly, you need to continue to train your tongue with the help of exercises that you have already learned to do.
As a rule, in a child who does not speak the sound s or pronounces it incorrectly, the sound pronunciation of other whistling sounds is also impaired (whistle sounds include the sounds s, з, ц and the soft version of the sounds - сь, зь).
One of the reasons for incorrect pronunciation of sounds is insufficient mobility of the organs of the articulatory apparatus. Therefore, for correct pronunciation, special “regular exercise” is needed - articulatory gymnastics.
To the articulation gymnastics complexexercises are combined that prepare strictly defined movements of the articulatory apparatus and the positions of the tongue and lips necessary for a given group of sounds, and produce the correct air stream. Therefore, I really do not recommend that mothers, fathers, grandmothers, and grandfathers come up with their own articulation gymnastics complexes from different books and from the Internet. After all, all articulation gymnastics complexes are by no means composed randomly! It is impossible to form movements that are opposite to each other at the same time, therefore, in the complex of articulatory gymnastics, all exercises complement each other and are aimed at one goal - one group of sounds!
Articulation gymnastics should be performed daily without breaks. The most convenient time is before breakfast in the morning. Carrying out such gymnastics requires only 3-5 minutes of your time.
Each time articulation gymnastics is carried out in a playful way– in the form of a fairy tale or story, accompanied by exercises. This is where your imagination is welcome - you can come up with any plot in which you include these exercises, and change the plot and characters in accordance with the interests of your baby!
- this is important to know and do:
Usually 2-3 exercises are performed at a time. Each exercise is performed multiple times.
If you add a new exercise to the complex, then there is only one, and all other exercises should be already familiar to the child by this time.
If a child finds it difficult to do old familiar exercises, then a new exercise is not introduced, but the old ones are reinforced. But consolidation occurs in a new form for the child - in a new plot, with new characters.
Articulation gymnastics should be done while sitting in front of a mirror.– You sit next to the child facing the mirror and show all the movements, the child can clearly see your face.
Be sure to pay attention to facial symmetry when performing gymnastics movements (the child’s movements should be symmetrical to the left and right half of the face). This is clearly visible to the child in the mirror, and he can track whether he is performing the movement correctly.
During articulatory gymnastics, it is necessary to monitor the accuracy and smoothness of movements, give the child clear criteria for the correctness and incorrectness of performing the exercise, correct his mistakes, monitor the absence of unnecessary side movements, a good pace of gymnastics and the ability to move from one movement to another. If you simply carry out the exercises formally, then their implementation is useless or of little use! After all, articulation gymnastics is not called that for nothing. This is truly “gymnastics”, in which correct movements are important, and not just playing with the tongue! By analogy: if you just lazily twirl your arms, it will not be physical education or fitness and will not have a good result for your health! It’s the same in articulation gymnastics. What is important for the result is the quality of the movements, and not any movement in itself.
Articulation gymnastics exercises, if performed correctly and accurately, are not easy for most children. Therefore, do not scold your child under any circumstances, do not grieve that he does not succeed the first time. Everything needs to be learned! And there is one law of life - everything that is developed develops! Therefore, everything is still ahead of you! Praise your baby for what he is already doing - you can already make your tongue wide, your tongue has already begun to move quickly, etc.
Preparatory complex of articulation gymnastics
includes exercises needed to pronounce any sounds. It is with this preparatory complex that it is best to start practicing articulatory gymnastics in kindergarten or at home. A basic version of such a complex that you can start doing at home:
Smile and keeping your lips in a smile. In this case, the front teeth are exposed and clearly visible.
Tube. Pulling the lips forward with a tube. With this movement, only the lips move!
Ring. Ring-shaped lips.
Alternation: smile - ring - tube.
Calm opening and closing of the mouth, lips in a smile. There should be no other unnecessary movements!
The tongue is wide.
The tongue is narrow.
Alternation: wide tongue - narrow tongue.
Tongue lift for the upper teeth.
Alternation tongue movements up and down.
Alternation movements of the tongue with the tip of the tongue lowered down: move the tongue deeper into the mouth - bring it closer to the teeth.
If these movements are easy for the child, then you can immediately move on to the complex for whistling sounds. If there are difficulties, then you need to train the basic movements from the preparatory complex. If a child cannot do the exercise with alternating “smile - ring - tube”, then I highly recommend consulting with a speech therapist.
A set of articulation exercises
for whistling sounds"S", "Z", "C" (Developed by M. V. Fomicheva)
Helpful Tips:
In every exercise I give description of movements and typical mistakes(See “What to pay attention to”). After the description you will find videos of all exercises.
First, do all these exercises yourself in front of the mirror, Paying attention to all the nuances, master them, and then teach them to your children.
Never scold a child for a mistake, just show them again the correct version of the exercise, focusing on the necessary nuance, describe to the child in words how to perform the movements, what to watch for. Children are completely calm about the “funny tongue’s mistakes” and are happy to “teach” him to do the movements correctly.
Exercise 1. Put the ball into the goal.
Our task: In this exercise, the child will learn to direct a long, directed stream of air.
Performing the exercise:
Place two cubes on the table - these are gates. And next to the gate on the table in front of the child, place a cotton ball. The child stretches his lips forward with a tube, blows on the ball and tries to drive it into the gate made of cubes.
Don't puff out your cheeks! The baby can hold them with his hands to control himself.
The stream of air should be long and without interruptions - one long exhalation.
Exercise 2. Punish the naughty tongue.
Our task: teach your child to keep his tongue wide and relaxed. And continue to produce a directed air stream.
Performing the exercise:
The child, opening his mouth slightly, puts his tongue on his lower lip and, smacking his lips, says five-five-five. He then opens his mouth and keeps his tongue relaxed, wide and resting on his lower lip.
I don’t like to “punish” the tongue with children, which is already trying its best to practice, so I do this exercise with the kids in a different plot - the tongue rests and sings the song five-five-five. Or I suggest the child massage his tongue: five-five-five. You can come up with your own plot.
What you need to pay attention to:
The edges of the tongue touch the corners of the mouth - the tongue is really very wide.
We pat the tongue with our lips several times during one exhalation, while the stream of air flows smoothly, without interruption, without holding our breath.
A child can check whether the exercise is being performed correctly this way: bring a piece of cotton wool to his mouth, and it will deflect. Children always really like this kind of self-test.
Exercise 3. Wide tongue - pancake.
Our task: we will teach the child to hold his tongue in a calm, relaxed state.
Performing the exercise:
You need to smile, place the wide front edge of your tongue on your lower lip and hold it in this state while counting from one to five to ten. Try it yourself first!
What to pay attention to while watching the exercise in the mirror:
The lips should not be in a tense smile - a grimace, they should be relaxed in a smile.
The lower lip should not curl up.
The tongue should not “run away” far - it simply covers the lower lip.
The lateral edges of the tongue touch the corners of the mouth - it is relaxed.
If the exercise does not work, then you need to continue doing the previous one - “punish the tongue.” And return to this exercise later.
Don't puff out your cheeks!
When moving from side to side, the tongue is at the gums, and not at the top edge of the teeth.
When moving from bottom to top, the tip of the tongue should be wide and move upward from the root of the teeth.
Sometimes adults find articulation gymnastics boring and uninteresting. But not for children! I know from my own experience that children really like to look at themselves in the mirror, “learn their naughty tongue” and improve the technique of doing the exercise. And to all children! And if the plot of the exercises is changed, then the interest in them always remains very high, and there is a kind of intrigue - what will be new this time? After all, the baby himself clearly sees his results, sees that every time he makes the movement better and better, more and more accurate. And in this way the baby explores himself, the structure of his body, which is also very exciting for preschoolers.
It is simply impossible to say in absentia how much time it will take for the preparatory work. For one child three times is enough, for another - a week, for a third - a month. But the better the organs of the articulatory apparatus are developed, the faster the baby will learn to pronounce all sounds correctly. Therefore, there is no need to waste time on this and rush!
You can see the exercises of a complex of articulatory gymnastics for whistling sounds in the video below.
GAMES FOR FORMING CORRECT SOUND PRONUNCIATION OF WHISTLING SOUNDS S, S', Z, Z', Ts.
AUTOMATION OF SOUNDS S, S.
Fox.
Target.
Description of the game.
A child (fox) sits behind a bush.
He has a tourniquet.
The rest of the children are chickens.
Chickens walk around the field, pecking grains and worms.
The chickens say:
The fox hid close -
The fox covered herself with a bush.
The fox turned his nose -
Run away in all directions.
At the word “scatter,” the fox runs out and throws a tourniquet.
The one who is insulted becomes a fox.
Owl.
Target.
Automation of sounds s, s’ in text.
Description of the game.
Before playing the game, children are shown a picture of an owl and told about this bird.
The game is played as follows.
One of the children is chosen, he is an owl.
The rest of the children are birds.
An owl sits on a tree (chair).
The children run around her, then carefully approach her and say:
Owl, owl, owl, owl eyes,
Sits on a branch
Looks in all directions
Yes, suddenly it will fly away...
At the word “fly” the owl flies from the tree and begins to catch the birds that are running away from it.
The caught bird becomes an owl.
The game repeats itself.
Vanka, stand up.
Target.
Automation of sounds s, s’ in text.
Description of the game.
Children make movements: stand on their toes and return to their starting position.
Then they squat, stand on their toes again, and squat.
The movements are accompanied by the words:
Vanka, get up,
Vanka, get up,
Squat, squat.
Be obedient, look what,
We can't handle you.
SOUND AUTOMATION Z.
Sawmillers.
Target.
Sound automation
Description of the game.
Children stand in front of each other, join their hands crosswise and, at the teacher’s count, reproduce the movements of the saw on the log, pronouncing the sound z for a long time.
Anyone who pronounces the sound incorrectly is taken out of the game and asked to pronounce the sound z correctly.
The teacher reminds the child how to hold the tongue when pronouncing this sound.
Snowstorm.
Target.
Sound automation
Description of the game.
Children pretend to be a blizzard.
At the teacher’s signal, they begin to quietly pronounce the sound z, then gradually strengthen it, and then gradually weaken it.
At the initial stages, you can play this game in front of a mirror (the duration of sound utterance for each child should be limited to 5-10 seconds).
Flowers and bees.
Target.
Sound automation
Description of the game.
Before the game starts, it is agreed who will be the bees and who will be the flowers (for example, boys - flowers, and girls - bees).
Then everyone scatters around the room or area.
As soon as the teacher’s signal is heard (strumming a tambourine or clapping your hands), children pretending to be flowers take a knee.
The bees flap their wings and fly from flower to flower, while they imitate the buzzing of bees: z-z-z-z.
When the tambourine hits again, the children change roles, scatter around the playground, and the other bees practice pronouncing the sound z.
Zina and raisins.
Target.
Equipment.
A rubber doll.
Description of the game.
The teacher brings in a smart rubber doll and says:
“Guys, this is Zina’s doll. It was bought in a store. It's rubber. Zina's legs are rubber, Zina's arms are rubber. Rubber cheeks, rubber nose.”
And then he asks the guys:
“What is the name of the doll? Where did you buy it? What are her arms, legs, cheeks, nose made of?
The children answer.
The teacher continues:
“Zina loves raisins. Lena, go and treat Zina to some raisins.”
Lena comes out and says:
“Take, Zina, raisins.”
So the children take turns, treating Zina with raisins, and pronounce this phrase.
Name the picture.
Target.
Automation of sounds з, з" in words and sentences.
Equipment.
Pictures with the sound z, for example: bunny, castle, eyes, factory, fence.
Description of the game.
Children are sitting at tables.
On the teacher’s table there is a stack of pictures with the pictures facing down.
Each child has the same paired pictures.
The teacher calls one of the children and asks him to take the top picture from his pile, show it to the children and tell him which picture he took.
The one who has the same picture stands up, shows it to the guys and says:
“And I have a bunny in the picture.”
Children put both pictures on the table.
The game continues until all the pictures from the teacher’s table have been sorted out. (By analogy, the game can be played using other sounds.)
Horned goat.
Target.
Automation of the sound z in text.
Description of the game.
The house is fenced off with a line (chairs).
A goat is walking around the site.
The children say in chorus:
The horned goat is coming,
There's a butted goat coming,
Legs top top,
Eyes clap-clap!
Oh, he's goring, he's goring!
The goat makes horns from its fingers and runs after the children, saying:
“I’ll gore, I’ll gore!”
The children hide in the house, the goat catches them.
Those caught become the goat's helpers.
SOUND AUTOMATION C.
What to whom?
Target. Automation of the sound ts in words.
Equipment.
Items whose names contain the sound c (cucumber, button, sugar bowl, scissors, inkwell, egg, saucer, etc.).
Description of the game.
The teacher lays out objects on the table whose names contain the sound c, and says:
“Now, guys, you have to guess who needs what item.”
Calling the children one by one, he says:
“We’ll give a schoolboy... (an inkwell)”
or
“The dressmaker needs... (scissors) for her work.” IN
the called child guesses, shows and names the appropriate object.
(Similarly, the game can be played with other sounds.)
DIFFERENTIATION OF WHISTLING SOUNDS.
Who is more attentive?
Target.
Differentiation of sounds s-z.
Equipment.
Description of the game.
The teacher shows the children pictures and asks:
“Who knows how the whistle blows?” (Children answer: ssss...)
How does the bell ring? (Children s-z-z...)
And now I’ll see which of you is more attentive.
I will show first one picture and then another, and you pronounce first the sound s, then the sound z.”
Broken phone.
Target.
Differentiation of sounds s-z.
Description of the game.
Children sit in one row and pass sounds to each other, then z, then s.
The one who heard the sound z passes it to his neighbor, etc.
Whoever gets it wrong pronounces any sound 5 times.
Make no mistake.
Target.
Differentiation of sounds s-z.
Equipment.
Pictures “Whistle” and “Bell”.
Description of the game.
Children are given two pictures.
On one there is a whistle, on the other there is a bell.
Children take the picture with the whistle in their left hand, and the picture with the bell in their right.
The teacher shows them and names pictures whose names contain the sound s or z, emphasizing these sounds a little with his voice.
If the word contains the sound s, then the children raise the picture with the whistle and say: ssss.,. and if there is a sound z, then with a ringing sound and they say: z-z-z....
Repeating the game, you can enter pictures whose names do not have either sound.
In this case, children should not pick up their pictures.
Hares and fox.
Target.
Description of the game.
According to the number of players, holes are drawn along the edges of the court or chairs are placed.
Children (bunnies) stand at their holes.
One of the players is a fox.
The bunnies say the text:
Gray bunny jumping
Near the wet pines,
It's scary to be in the paws of a little fox,
Little foxes to get...
Bunnies run out of their holes and jump on both legs.
Then they form a round dance and jump in a circle. R
The words of the teacher are heard:
Bunnies, prick up your ears,
Look left, look right,
Isn't anyone coming?
The hares look around, seeing a fox that is slowly making its way towards them, shout: “Fox!” - and scatter into the minks.
The fox catches hares.
The game repeats itself.
Bunny.
Target.
Automation of s-z sounds in text.
Description of the game.
Option 1. Children stand in a circle holding hands.
A sad bunny sits in the middle of the circle.
Children sing:
Bunny! Bunny! What happened to you?
You're sitting there completely sick.
You can't even stand up
Dance with us.
Get up, get up, jump!
Here's a carrot,
Get it and dance!
All the children come up to the bunny and give him a carrot.
The bunny takes the carrot and starts dancing.
And the children clap their hands.
Then another bunny is chosen.
Option 2.
Children form a circle.
One of the players is a bunny.
He stands outside the circle.
Children sing a song and clap their hands:
Bunny, jump into the kindergarten.
Gray, jump into the kindergarten.
Just jump into kindergarten like that.
Just jump into kindergarten like that.
Children are jumping. The bunny jumps in a circle.
Bunny, jump.
Gray, jump.
Jump like that.
Jump like that.
They make jumps. The bunny is jumping.
Little bunny, dance.
Gray, dance.
Just dance like that.
Just dance like that.
They are spinning, Zainka is dancing.
Bunny, go away.
Gray, go away
Just leave like that.
Just leave like that.
They walk calmly in a circle.
Bunny leaves the circle.
The game is repeated, another bunny is chosen.
What's missing?
Target.
Differentiation of sounds s, s", z, z', c in words.
Equipment.
Several objects whose names contain the sounds s, s’ з, з’ з (umbrella, zebra, dog, goose, bag, castle, heron, ring).
Description of the game.
The teacher places objects on the table.
The child remembers them, then he is asked to turn away or close his eyes.
At this time, the teacher removes one of the objects shown.
The child must guess what is missing.
Vaska the cat.
Target.
Differentiation of sounds s, s', з, з", ц in the text.
Description of the game.
Children (mice) sit on chairs or a carpet, one child is a cat.
He walks on his toes, looks first to the right, then to the left, meows.
Teacher and children:
Little white Vaska walks,
Vaska's tail is gray,
And it flies like an arrow,
And it flies like an arrow.
The cat runs to a chair standing at the end of the room and sits on it and falls asleep.
Children:
The eyes close -
Is he sleeping or pretending?
The cat's teeth
Sharp needle.
One mouse says that she will go and see if the cat is sleeping. Having looked, she waves her arms, inviting other mice to join her.
The mice run up to her, scratching the chair where the cat sleeps.
Vaska the cat:
As soon as the mice scratch, Gray Vaska is right there. He will catch everyone!
The cat gets up and runs after the mice, they run away from him.
Two Frosts.
Target.
Differentiation of sounds s, s’, z, z’, c in the text.
Description of the game.
Two houses (chairs) are placed at different ends of the room.
Children are located near designated houses.
The teacher selects two drivers who stand in the middle of the room, each facing the team.
The teacher says: “This is Frost with a red nose, and this is Frost with a blue nose.”
Both Frosts say:
We are two young brothers,
Two Daring Frosts:
I am Frost - Red Nose,
I am Frost - Blue Nose.
Which one of you will decide
Set off on a path?
All the children answer Frost in unison:
We are not afraid of threats
And we are not afraid of frost.
All the players run into the house to the opposite end of the room, and Frosts try to freeze the children, i.e. touch with your hand, and each Frost must freeze children from the opposite team.
The frozen ones stop where Frost captured them.
The Frost who freezes the most children wins.
Then Frosts face their team, and the game continues.
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